Proximity and presence
Aim (what it achieves)
Stop low-level disruption without breaking teaching flow.
When to use
Chatting, fiddling, off-task drift; early signs before it spreads.
How to use (steps)
Teacher language (examples)
Quietly: “Stay with me.” / “On the task.”
Top tips (makes it work)
Move early; keep face neutral; don’t ‘hover’.
Common pitfalls
Calling out across the room; escalating tone; standing still at the front.
SEND/PP considerations
Protects dignity; reduces ‘teacher hates me’ narrative; supports impulsivity without shaming.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Uses low-arousal redirection to protect dignity.
- Reduces cognitive load and supports completion.
- Supports regulation and relational safety.
Universal SEND-friendly: Yes
SEND-targeted: No
Tags
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Interrupt & Redirect Chatting during teacher talk / instruction
- Interrupt & Redirect Chatting during independent work
- Interrupt & Redirect Off-task / fiddling / low-level distraction
Related strategies
Anonymous group correction (reset without naming)
Correct widespread low-level disruption without triggering a public ‘battle’ with an individual.
Describe–Direct–Disengage (3D correction script)
Correct quickly without emotion or escalation: state behaviour, give direction, then move on.
30‑second structured partner reset (re-engage without confrontation)
Shifts a drifting or chatty class back to learning by giving talk a short, controlled purpose and a clear stop.
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
Pause and scan (hold the space)
Use calm silence to reset attention and stop chatter spreading.
Least invasive intervention ladder
Match the smallest effective response to the behaviour.